This master’s thesis explores the psychological perspective of novice coaches, focusing on the key challenges they face in the early stages of their careers. The main purpose of the research was to examine how beginner coaches perceive their new role, what psychological pressures they encounter, and how factors such as experience, support, and personality traits influence their development. The study was based on a qualitative methodology, specifically on the analysis of ten semi-structured interviews with novice coaches working in the team sport of volleyball. The data were analysed using content analysis, through which thematic categories were developed in relation to the established research goals and hypotheses. The results showed that beginner coaches often struggle with establishing authority and trust, experience higher levels of stress due to lack of experience, and frequently lack adequate conflict management skills. Psychological support and mentoring proved to be essential for improving well-being, enhancing self-confidence, and facilitating professional growth. A higher level of playing experience positively influenced initial confidence but was not sufficient on its own for effective leadership. The coach's gender did not prove to be a decisive factor in how they experienced their role, authority, or psychological strain. These findings contribute to a better understanding of the early coaching phase and highlight the need to include psychological and mentoring components in coach education programs. The recommendations emphasize the importance of structured support systems for novice coaches, the development of formal mentoring programs, and a greater focus on soft skills that are critical for long-term coaching effectiveness.
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